Feedback Assessment Technique Research Articles

Teaching Tips -IFAT!! Immediate Feedback Assessment Technique in Undergraduate Course Review Settings

Teaching Tips -IFAT!! Immediate Feedback Assessment Technique in Undergraduate Course Review Settings

Flipped Team-based Learning as Universal Design for Learning Physiology

Universal Design for Learning (UDL) is an educational framework to guide the design of learning environments that are both accessible and challenging. The UDL follows three principles: Multiple means of engagement, multiple means of representation, multiple means of action and expression Lessons plan using UDL anticipates various learning styles, different interests, academic backgrounds, disability status, age, gender, race, and ethnicity. Constructivism is a learner-centered theory of learning in which the instructor is considered a facilitator. In social constructivism, learning is facilitated through interactions with peers and instructors who can guide and support learning. Team-based learning (TBL) is an example of social constructivism. In this session, participants will learn how to implement the various stages of TBL for Biomedical Sciences that could be easily translated into other disciplines. Michelsen & Sweet introduced the essential elements of TBL as a guide for instructors to implement this approach in higher education courses. The main goal of TBL is "ensuring that students have the opportunity to practice course concepts to solve a problem." The model presented by Michelsen consists of 5-7 learning modules that follow three-step cycles: 1) preparation step (pre-class). This step was created as "flipped" classroom with a variety of learning methods, assessments and virtual labs with immediate feedback to facilitate preparedness for step two 2) Step two is class readiness assurance; in this step, students take a two-step quiz process. First, students complete a quiz individually and submit their answers in scantron form. Subsequently, students re-take the quiz using the Immediate Feedback Assessment Technique (IF-AT) as a team. Afterwards, students can challenge any questions they may have missed. Then, the instructor spends the last 10-15 minutes of the class for a short lecture to clarify misconceptions and review the questions. The readiness assurance portion lasts between 45-75 minutes. Finally, 3) step 3 is called "Application of Course Concepts," in which application assignments are given to the teams. This period takes 1-4 hours, and thus, the most significant component of TBL is application. We hypothesize that flipped TBL can be effectively used as a UDL for undergraduate and graduate physiology courses. Undergraduate and graduate students report better understanding of concepts, engagement, and inclusion after participating on a TBL course. Conclusion: Flipped TBL is a powerful and effective teaching strategy to create an inclusive environment in physiology courses. APS Teaching Career Enhancement Award and University of Louisville Department of Physiology. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The Suicidal Patient in the Emergency Department Team-Based Learning Activity.

Emergency medicine resident physicians, (PGY1-4), medical students rotating in the emergency department. Emergency physicians have a duty to recognize and provide care for patients who attempt to harm themselves or commit suicide. Mental health-related chief complaints account for 12.5% of emergency department (ED) visits.1 Additionally, patients with depressive symptoms who are discharged from the ED are at the highest risk for suicidal thoughts and behaviors.1 Therefore, evaluating and screening for suicide and determining appropriate dispositions for this patient population is extremely important. This team-based learning (TBL) activity will help prepare residents and medical students to evaluate, recognize, and disposition this at-risk patient population. By the end of the session, participants will be able to: 1) describe risk factors for suicide; 2) summarize the emergency physician's role in assessing patients with psychiatric emergencies; 3) assess a patient using a mental status evaluation; 4) identify the criteria for involuntary psychiatric hold placement; 5) develop a safe discharge plan for patients experiencing depression; and 6) Formulate a plan for evaluating a suicidal patient who is acutely intoxicated. This team-based learning activity is a classic TBL that includes learner responsible content (LRC), an individual readiness assessment test (iRAT), a multiple choice group readiness assessment test (gRAT) with immediate feedback assessment technique (IF/AT), and a group application exercise (GAE). A post-TBL survey was provided to each participant. A Likert scale was used for the survey questions to assess the relevance of the session to emergency medicine practice, learner perception of knowledge gained, learner perception of improvement of clinical practice, session engagement, and session delivery. The post-activity evaluation had a response rate of 33% (11/33). Overall, all the participants "strongly agreed" (Likert 5/5) or "agreed" (Likert 4/5) that the session improved their knowledge of caring for the suicidal patient in the ED with an average score of 4.6/5. All participants "strongly agreed" (Likert 5/5) or "agreed" (Likert 4/5) that the material presented was relevant to their clinical practice in the ED for an average score of 4.6/5. Constructive feedback included requesting learner responsible content (LRC) be sent earlier than one week prior to the activity. Depression and suicidal ideation are common ED complaints. However, it can be difficult to evaluate these patients and select an appropriate disposition because their symptoms can range from benign to life-threatening. The team-based learning (TBL) session allows for discussion of the complexities of the depressed and suicidal patient. Learners found this TBL to be beneficial in providing a diagnostic pathway and treatment algorithm to manage these complex, high-risk patients. Suicide, depression, substance abuse, disposition, team-based learning.

Examining chemistry students’ perceptions toward multiple-choice assessment tools that vary in feedback and partial credit

Multiple-choice testing with dichotomous scoring is one of the most common assessment methods utilized in undergraduate education. Determining students’ perceptions toward different types of multiple-choice testing formats is important for effective assessment. The present study compared two alternative multiple-choice testing formats used in a second-year required chemistry course: (i) Immediate Feedback Assessment Technique (IFAT®) and (ii) Personal Point Allocation (PPA). Both testing methods allow for partial credit, but only the IFAT® provides immediate feedback on students’ responses. Both survey and interview data indicated that, overall, most students preferred IFAT® to the PPA testing method. These positive ratings were related to potential increase in reward, ease of use, and confidence. IFAT® was also perceived to be less stress producing and anxiety provoking than PPA. Interview data not only supported these findings, but also indicated individual differences in preference for each of these two methods. Additionally, students’ feedback on strategies used for either testing method and suggestions on how to improve the methods are discussed.

Evaluation of Team-Based Learning to Increase Nurses' Knowledge of the Ventricular Assist Device.

Ventricular assist devices (VAD) are used to extend life expectancy for patients with advanced heart failure. Approximately 102 hospitals nationwide have a VAD program, but the majority implant only a small number of devices each year. This low-volume and high-acuity patient population can create concerns for maintaining nursing knowledge skill levels. Nursing staff from a step-down telemetry floor in a large urban hospital completed an Individual Readiness Assessment Test to assess their knowledge and accuracy in the care of mechanical circulatory support patients using the Immediate Feedback Assessment Technique. The nurses were then assigned to small groups and worked as a team to complete the same test known as the Group Readiness Assessment Test. Study results suggest that team-based learning was effective in increasing knowledge of mechanical circulatory support. [J Contin Educ Nurs. 2021;52(1):13-20.].

Immediate feedback assessment technique (IF-AT) quizzes and student performance in microeconomic principles courses

In this study, the authors investigate the impact of the Immediate Feedback Assessment Technique (IF-AT) on student learning outcomes in principles of microeconomics classes. The IF-AT enables students to receive immediate feedback and to retry questions for partial credit. The authors use a randomized experiment to evaluate the effect of the IF-AT versus a traditional Scantron quiz on student learning as measured by exam performance. The randomization enables a student-fixed effects estimation of the effect of the IF-AT. There is no significant impact of the IF-AT on multiple choice exam questions; however, students scored 2.1 percentage points higher on short answer questions relating to units for which they received an IF-AT quiz relative to other units. Finally, students responded favorably to the IF-AT format.

Pediatric Seizure Team-based Learning.

The target audiences for this team-based learning are emergency medicine and emergency medicine-pediatric resident physicians. Pediatric seizure is a common presenting complaint in the emergency department. It is said that over 470,000 children have a diagnosed seizure disorder1 and 2%-5% of children aged 6 months to five years will have a febrile seizure at some point during childhood.2 While there are many published educational materials related to pediatric seizure, they are simulation-based, and/or isolated to management of one underlying diagnosis.3,4,5,6 Therefore, this team-based learning uses four cases to provide an understanding of the possible causes of seizure in children, as well as the management, workup, and disposition for emergency medicine residents in training. By the end of this TBL session, learners should be able to:Define features of simple versus complex febrile seizureDiscuss which patients with seizure may require further diagnostic workupSummarize a discharge discussion for a patient with simple febrile seizuresIdentify a differential diagnosis for pediatric patients presenting with seizureDefine features of status epilepticusReview an algorithm for the pharmacologic management of status epilepticusIndicate medication dosing and routes of various benzodiazepine treatmentsObtain a thorough history in an infant patient with seizures to recognize hyponatremia due to improperly prepared formulaChoose the appropriate treatment for a patient with a hyponatremic seizureDescribe the anatomy of a ventriculoperitoneal (VP) shuntRelate a differential diagnosis of VP shunt malfunctionCompare and contrast the neuroimaging options for a patient with a VP shunt. This team-based learning is a classic TBL because it contains learner responsible content (LRC), an individual readiness assessment test (iRAT), a multiple-choice group RAT (gRAT) with immediate feedback assessment technique (IF/AT), and a group application exercise (GAE). We received formative feedback through conversations with learners afterwards, who stated they enjoyed the activity and felt it was highly useful for their learning; in addition, instructors discussed after the session and made changes accordingly. We collected verbal feedback from instructors and learners after the session. Learners and instructors felt that it was very successful with limited modifications, in particular, the need for more time to complete the activity. Therefore, we suggest a 90 minute rather than 60-minute timeframe to adequately cover all material. Pediatric seizure is a common complaint in the emergency department. It can be a difficult subject for the emergency medicine resident to master based on the variety of presentations. Indeed, the cause, management, and disposition may vary greatly; the etiology may range from benign to life-threatening, sometimes requiring minimal and at other times an extensive workup, with an ultimate disposition of either discharge home or admission to a pediatric intensive care unit. Therefore, team-based learning is well-suited to work through some of the complexities of such cases, and we found this educational session to be highly effective. Pediatric seizure, simple febrile seizure, complex febrile seizure, status epilepticus, hyponatremic seizure, ventriculoperitoneal (VP) shunt, team-based learning.

Using IF-AT strategy in the dental immunology curriculum has a beneficial impact on performance and long term retrieval

Abstract When considering health professions education, student’s ability to retrieve acquired knowledge long term is critical. The immunology program for dental students is very intensive as they learn a tremendous amount of information in a short time (2.5 weeks), including memorization/understanding of new terminologies and concepts. In this study, we tested the impact of Immediate Feedback Assessment Technique (IF-AT) strategy on performance and long term retrieval. Two IF-AT sessions were held and accounted for 5% of the grade. Students were quizzed individually using iclicker, then divided into groups of 4–6 students who discussed the possible answers before selecting an answer using the IF-AT scratch forms. Students individually retook the quiz later and the concepts were discussed. Students found the exercise helpful in keeping up with studying and achieving a deeper understanding of the concepts. Students’ scores improved when taking the quiz in groups, and students answering correctly during the individual retake of the quiz increased from 60% to 85–90%. Performance on the exam shows that 89.3% of the students correctly answered questions whose topics had been covered during the IF-AT sessions versus 83.7% for questions about uncovered topics. The average of the class on the exam was 7 points higher, and was not due to a more performant class, i.e., students did not do better in other course exams unrelated to Immunology. Finally, students took the same quiz two months later without studying for it to assess long-term retrieval, and 70%–80 % of the students answered the questions correctly. In conclusion, holding IF-AT sessions is very beneficial as it improves the performance of the students on the exam and helps with long term retrieval.

Using IF AT strategy in the Dental Immunology curriculum has a beneficial impact on the performance of second year dental students

Abstract When considering health professions education, providing tools that allow students to become life-long learners is critical. Acquisition of knowledge is more effective in the form of practice activities where learners can think critically and solve problems. Learning Immunology not only requires memorization of new terminology, but also learning concepts. The Immunology program for dental students is very intensive as they learn a tremendous amount of information in a very compressed period of time. In this study, students were divided into groups of 4 – 6 who worked on several questions about the material covered that week using the Immediate Feedback Assessment Technique (IF AT). Students in each group discussed the possible answers before selecting the final answer. If the answer was incorrect, they could choose another answer until they were successful. At the end of each session, the answers and concepts behind the questions and answers were thoroughly discussed. Students appeared to be engaged, and in response to a survey, most found the exercise helpful in achieving a deeper understanding of the concepts as well as good practice for the exam. Their performance on the exam was better than the previous year, with a 50% decrease in students scoring <70, and a 40% increase in students scoring >87. Since the same group of students did not perform better on the following exam on Microbiology, where the instructors did not include this learning strategy, we ruled out the possibility that this group was stronger overall. In addition, the order of the questions and the time spent on the exam had no impact on overall performance. In conclusion, holding IF AT sessions before the exam is highly beneficial and improves the performance of the students.

Student Perspectives on the Immediate Feedback Assessment Technique

Student Perspectives on the Immediate Feedback Assessment Technique

A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument.

The Classroom Observation Protocol Undergraduate STEM (COPUS) tool was developed to quantify the time instructors and students engage in various activities within STEM courses. We offer a matrix of joint instructor-student behaviors rather than a pie chart of individual behaviors as an alternative perspective on the presentation of the results from the COPUS instrument. We suggest that the presentation of the results using this matrix tool allows for finer-scale insights into the learning environment in a classroom. Using this matrix tool, we identified four profiles of instructor-student behavior in undergraduate STEM classes at our regional comprehensive Master’s institution: lecture, lecture plus (lecture with students posing questions to the instructor), standing clickers/IF-ATs (immediate feedback assessment technique—instructor poses questions using some form of immediate response method but does not move around groups), and roving groups (requiring instructor to move between groups). Prior to using the COPUS instrument we placed each of the observed faculty along the active learning spectrum. Our matrix tool was validated by alignment of the matrix tool profiles with these a priori designations. We offer suggestions regarding how this matrix tool can be best used to inform faculty professional development to move instructors along the active learning spectrum.

Students’ Perceptions about the Immediate Feedback Assessment Technique (IF-AT) in Team- Based Learning

Students’ Perceptions about the Immediate Feedback Assessment Technique (IF-AT) in Team- Based Learning

Using the Immediate Feedback Assessment Technique (IFAT) for non-assessments: Student perceptions and performance

This paper examines an experiment conducted at a 2-year college with non-majors. The Immediate Feedback Assessment Technique (IFAT) is a cross between a lottery scratch ticket and a scantron form which was designed to replace scantrons (EpsteinEducation.com). Using the IFAT in an unconventional way (reviewing class material), we expected to find significant differences in students’ final grades with the IFAT group out-performing the control group (who reviewed class material by re-reading their notes). Our hypothesis was confirmed. Additionally, formal student feedback on the use of this weekly activity was overwhelmingly positive, suggesting the activity is seen by students as a worthwhile undertaking.

Student perceptions of immediate feedback testing in student centered chemistry classes

Feedback is an important aspect of the learning process. The immediate feedback assessment technique (IF-AT®) form allows students to receive feedback on their answers during a testing event. Studies with introductory psychology students supported both perceived and real student learning gains when this form was used with testing. Knowing that negative student perceptions of innovative classroom techniques can create roadblocks, this research focused on gathering student responses to using IF-AT® forms for testing in general chemistry 1 and organic chemistry 2 classes at several institutions. Students’ perceptions on using the IF-AT® forms and how it influenced their thinking were gathered from a 16-item survey. The results of the student surveys are detailed and implementation strategies for using IF-AT® forms for chemistry testing are also outlined in this article.

Improving comprehension through team quizzes

As instructors of a large introductory linguistics course, we face a challenge common to many teachers in the language sciences: we have a large amount of basic knowledge to communicate before moving on to more complex applications, and our students have varying degrees of preparation for our class. We address this challenge by using team-based learning (Michaelsen et al., 2001) and team quizzes (Gross Davis, 2009, p. 194). In this presentation, we share our approach to team work through a hands-on demonstration of the Immediate Feedback Assessment Technique, a scratch-off answer sheet that encourages students to work together to find the correct answer during a quiz. Using this technique, students move beyond passive listening as they explain concepts and defend their ideas to team members. We find that this technique works particularly well for introducing new topics that require repetition before “sticking.” We also find that by keeping work focused in the classroom and providing peer feedback, students enjoy participating in team activities. Adopting this method has shown positive outcomes in our course, with use of team quizzes correlated with higher test scores, more positive course evaluations, and increases in course enrollment.

Team-Based Learning Improves Staff Nurses' Knowledge of Open- and Closed-Chest Cardiac Surgical Resuscitation.

There are few reports of the use of 1-session team-based learning (TBL) in hospital settings and none to teach cardiac surgical resuscitation (CSR). The aim of this study was to investigate whether 1-session TBL is an effective method to increase nursing knowledge of CSR. The participating subjects viewed a PowerPoint presentation about CSR prior to the learning session. Participants completed a 16-item individual readiness assessment test. Immediately after, participants in groups of 3 completed the same 16-item test as a team using the Immediate Feedback Assessment Technique form. Participants were asked open-ended questions about their concerns with CSR, which were analyzed with a grounded theory approach. The sample consisted of 60 subjects (54 completing all phases). Team-based learning significantly increased scores from 36.93 (SD, 8.49) to 50.89 (SD, 5.29), t53 = -13.05, P < .001. There was a significant increase in scores (t46 = 2.13, P = .04) among the noncohesive groups from baseline (52.88 [SD, 3.29]) versus the cohesive groups (50.38 [SD, 4.73]). The qualitative data indicated that the subjects had worries/concerns and lack of self-confidence around CSR. Team-based learning is a feasible method to use for single-session education where team building is also required. Noncohesive groups may benefit from TBL, from discussing divergent viewpoints to reach a consensus. Additional studies are needed to compare preferences for TBL with other teaching methods.

Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format

There are numerous benefits to answer-until-correct (AUC) approaches to multiple-choice testing, not the least of which is the straightforward allotment of partial credit. However, the benefits of granting partial credit can be tempered by the inevitable increase in test scores and by fears that such increases are further contaminated by a large random guessing component. We have measured the effects of using the immediate feedback assessment technique (IF-AT), a commercially available AUC response system, on the scores of a typical first-year chemistry multiple-choice test. We find that with a particular commonly used scoring scheme the test scores from IF-AT deployment are 6–7 percentage points higher than from Scantron deployment. This amount is less than that suggested by previous studies, where the mark increase was calculated in a purely post hoc manner and thus neglected affective changes of students’ behavior associated with the IF-AT technique. Furthermore, we have strong evidence that partial cr...

Multiple-Choice Testing Using Immediate Feedback—Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an incorrect answer, has an opportunity to provide a second response and receive partial credit for a correct second attempt. For a multiple choice question with five possible answers, the IF AT® form covers spaces labeled A through E with a thin opaque film; when the film is scratched away, a star indicates the correct answer. This study was conducted in order to assess learning after an initial incorrect answer. Based on random chance, students should have mathematically a 25% chance of guessing a correct second answer (i.e. 1 of 4 remaining answers on the IF AT® form). Analysis of second responses for 8775 questions on IF AT® forms in 22 classes over 3 years showed that the percent of correct second answers was 44.9%, significantly higher than one might expect from random guessing. This indicates that students learned from an incorrect answer and, possibly by re-reading the problem, were able to demonstrate some level of mastery of the material. This data leads us to conclude that IF AT® forms are useful assessment tools.

Assessment of a hybrid team-based learning (TBL) format in a required self-care course

ObjectiveTo assess change in students’ perception of self-care knowledge, communications, professional skills, and teamwork after completing a hybrid team-based learning (TBL) self-care course. Course grades prior to transition were also compared. MethodsPreviously, Self-Care I was a lecture-based course with three exams and comprehensive final exam. A TBL hybrid format was implemented and included individual readiness assurance tests (iRATs) electronically during class. TBL teams collaborate on group readiness assurance tests (gRATs) using Immediate Feedback Assessment Technique (IF-AT). On day 1, a voluntary 25-question, 1–5 Likert-scale, pre-survey was administered assessing students’ confidence in self-care knowledge, communication skills, and team learning. Percentage of time preparing prior to class was also quantified. At semester’s conclusion, a post-survey was administered. Survey data were analyzed for significance using paired sample t-tests. Exam grades of two hybrid TBL years were compared to two lecture-only years. ResultsOver two years, 73% (183/250) completed pre- and post-surveys. Measures relating to self-care knowledge, communication, and professional skills significantly improved (p < 0.001). Students’ perception of group work value significantly improved in most measures (<0.001). Students self-reported that they perceived a 10.2% (95% CI: 4.15–16.26; p < 0.001) increase in time spent preparing for class compared with non-TBL courses. Exam performance comparison varied depending on assessment. iRAT and gRAT grades averaged 77.2 ± 8.0% and 90.5 ± 6.2%, respectively, slightly increasing overall course grades. ConclusionsA TBL hybrid provided self-reported improvements in teamwork, communication, study habits, and overall perception of self-care skills. Although individual exam scores varied by comparison, quizzes boosted overall course grades.

The Impact of the Immediate Feedback Assessment Technique on Course Evaluations

This project reports the results of two studies that investigated the impact on course evaluations of using partial credit iterative responding (PCIR) with the Immediate Feedback Assessment Technique (IF-AT) forms on summative course assessments. This project also quantifies grade inflation from utilizing different PCIR schemes and documents the percentage of possible partial credit students learned. Study 1 compared evaluations in courses where exams were manipulated. Study 2 compared evaluations in courses where daily reading quizzes were manipulated. Results from Study 1 revealed that multiple course evaluation scores increased 10% in the PCIR condition. Students earned 75% of the partial credit available through PCIR, which resulted in a 10% increase in their exam scores. Results from Study 2 revealed no difference in course evaluations between conditions. Students earned roughly 40% of the partial credit available through PCIR, resulting in a 4 to 8% increase in their quiz scores, depending on the PCIR scheme.